I am very technology dependent. I always tell my family, friends, and fellow teachers: “Technology is everything, everything is technology.” Of course, they look at me like I’m crazy. My parents tell me about surviving before cellphones, yet they still are glued to their phone and iPad. My colleagues became very inspired by using our 1 to 1 chromebooks when I showed them how to create small groups where the majority of students are working on their chromebooks. They were baffled by how much easier it is to teach a group of 7 students (all on the same level) than it is to teach the whole 20 (all very different levels). Years ago, they looked at me as the silly girl who liked technology, but now I hope to have given them a taste into the future. In an educational perspective, I am glad to live in this generation. When I was younger, I called my grandfather a human computer (still do) because he was able to remember and explain everything he had learned from studying books and as a professor of Industrial Technology. These days, I feel so confident in a conversation with him, because I can always pull out my phone and fact check him. I feel so powerful as everything I’ve ever had a question about can be googled and I can have a viable idea of the answer.
I tried to imagine a world without a free and open internet. I just don’t want to live there. It would set our education system back many years. According to Long (2015), without net neutrality, our idea of free speech would change drastically because Internet Service Providers would favor the outlets they are partnered with. Education always seems to be on the bottom of the totem pole as for funds. If internet was at a competitive price, I just don’t see it playing out well. I teach first grade so many would argue that the youngsters need to know how to read, write, and learn math. I agree, but there are so many ways to use technology as an avenue for those topics. The internet is a necessity as in google and of course, our curriculums are all online, as are web based apps. What is technology without the internet, anyway?? A digital footprint or tattoo is a concept used to describe how everything you place on the internet is forever, much like a tattoo. I am so scared to get a tattoo for that reason: what if I regret that message in years to come? I am very careful on the internet. I like to use the internet as a resource to pull from, rather than an outlet to hang all my dirty laundry on. But even still, we leave a footprint when we search, buy, or look on the internet. I would say that an intentional footprint would be public posts you make yourself on platforms. I would say unintentional footprint would be a big brother moment, when you think you’re being private, but nothing is really private on the web. Students may use the checklist to find out more about their digital footprint: search yourself, check privacy settings, use strong passwords, update software, thoughtful posting, review apps on phone, and build a positive online presence. I think students should use this checklist carefully when posting on their public ePortfolios. I think, rather than putting our students in a “filter bubble”, we should give them first hand application of digital citizenship when using ePortfolios, which will allow them to be more aware when they are at home. Checklist Resource: https://www.fosi.org/good-digital-parenting/clean-your-digital-footprint/ Long, C. (2015). What net neutrality means for students and Educators. Retrieved from http://neatoday.org/2015/03/11/net-neutrality-means-students-educators/ My thoughts on Digital citizenship. Digital Citizenship and “IRL” Citizenship are both needed as a full time learning experience in our curriculum. “In Real Life” Citizenship is taught vastly and seems to be a huge component of schools’ behavior programs. I think Digital citizenship is just as important as any other character development curriculum. According to Darren Kuropatwa, digital citizenship is much more than just digital ethics (2015). He suggests that ethics are simply the things you shouldn’t do. However, digital citizenship fosters a proactive approach where we should open up the dialogue on all things of responsibility. Online and offline shouldn’t be separated; we should focus on both forms of citizenship as early in a child’s life as possible. I use the citizenship unit in my first grade classroom to open up the conversation about digital citizenship. My students mostly come from low socio-economic background, rural life, all races, and it’s evident that the majority of parents seem to think the internet and screens are “just so bad” for kids. Balance is everything, though. I want my students to understand the risks and rules when navigating the internet, because they may end up getting into sticky situations at some point in the future. Ribble suggests that digital citizenship is not an isolated mini-lesson, but rather should be repeatedly taught with open discussions (2015). I want to maintain an open sense of community in my classroom, where we open up about safety, wellness, and that my students can know that they can come to me with any concerns. This is how I think the conversation on real digital citizenship can happen in young children. I identify best with Digital Rights & Responsibilities. You may imagine that in my rural community in South Louisiana that I would have chosen Digital access, which is a problem. I find that many of my students aren’t given the same opportunities outside of the classroom that they regularly would on our campus. Also, some schools in my district have 1 to 1 roll-out, like mine, but some have a few disgraced desktops. I want all students in my community to have fair access to the internet and digital eBooks outside of the classroom. I identify best with Digital rights and responsibilities because first grade is such a foundational year. I hope to open the discussion for my babies as they start to learn about the world around them. They learn rules and behavior expectations in the real world and digital rights and responsibilities are just as important. I want to build confidence in their digital presence so that they are ready to take on the future of the digital world. I think it’s important to note that our young children are watching us. We need to model the right thing to do with all things but especially with technology. The future generation has all eyes on what we do now. References (2015, July 16). Retrieved November 21, 2018, from https://youtu.be/zbMsbxYvr4E Ribble, M. (2015). Digital citizenship in schools: Nine elements all students should know (3rd ed.). Eugene, OR: International Society for Technology in Education Photo References Photos from unsplash.com Photo by Dmitry Ratushny on Unsplash Photo by Cristina Gottardi on Unsplash Purpose and meaning are so important in deciding whether a tool is appropriate and effective in the classroom. I find it unfair that administrations pressure teachers to use the “latest” fad-like tool, just to “look good”. I love visuals as you’ve noticed I like to create and find visuals that help me speak my thinking. I also enjoy creating videos and love the audio aspect. I know that our students are learners of the 21st century and they need to learn in the best, newest way. I always have video, visuals, and audio clips in my first grade lessons. I absolutely love Tony Vincent and his blog Learning in Hand! I was so inspired when I saw him at LACUE (Louisiana’s Tech Conference) a few years ago. I just have to see him at any chance I get and love to keep learning on his blog. He is a wonderful example of how a presentation can be brought to life with audio, video, and good ole’ fashioned Hollywood magic. He had funny sound bites like when announcing a new digital tool (the audio sounded like an opening of the Price is Right). He draws the viewer (or learner) in with simple but eloquently used audio and video snippets. I was both shocked and excited that he announced that he wanted to go back into teaching elementary school. I use his “magic” in my own classroom and love his small, but important quick tips for the digital classroom. Here are my thoughts on his ways to evaluate digital apps. Resources
Hennessy, C., & Forrester, G. (2013). Developing a framework for effective audio feedback: A case study. Assessment & Evaluation in Higher Education, 39(7), 777-789. doi:10.1080/02602938.2013.870530 Mawhinney, J. (n.d.). 45 Visual Content Marketing Statistics You Should Know in 2018. Retrieved October 22, 2018, from https://blog.hubspot.com/marketing/visual-content-marketing-strategy#sm.0000mii153ssger9tr21v4eh2jwhh My publication will be ingrained in the social processes because I’m planning on writing a piece for first grade teachers on how to use digital tools in the primary classroom. It’ll be informal and list-like so teachers will get many ideas from the one article. In the social process, I will be targeting ‘influence’ and ‘description’. I want to show teachers how easy it really is to use digital tools with 1 device or many devices. I want teachers to get ideas for how to inform their instruction and differentiate with digital tools. I may jump right into my innovation plan by writing about blended learning: station rotation model in primary grades. Title may be “Blending Technology in the Primary Classroom” or something like “How to Go Digital in the Primary Classroom”. I know that this topic is few and far between in primary grade levels. People think “they’re too young” to be using digital tools or that there’s too much screen time as it is. However, I do believe that digital tools serve great purpose in primary grade levels. I also think we should differentiate better because kids are so so SO different in the primary grade levels. I can’t imagine how that gap widens as they move on through the older grades. I think I will introduce the research behind blended learning, too. This draws the administrators in. Why does school have to be boring and sad? I want to come at this angle that learning does not equal authoritative. I want to remind teachers that cross curricular lessons are still an amazing feat in the classroom. Also, allowing students choice gives them more freedom in their own learning and helps with behavior and classroom management, in my opinion. I’d like advice for whether this seems like a good idea. References: Roger Schank on Invisible Learning: Real learning; real memory. (2011, September 15). Retrieved October 13, 2018, from https://www2.educationfutures.com/blog/2011/09/roger-schank-on-invisible-learning-real-learning-real-memory Teaching Minds: How Cognitive Science Can Save Our Schools. (n.d.). Retrieved October 13, 2018, from http://www.rogerschank.com/teaching-minds-how-cognitive-science-can-save-our-schools Photos from unsplash.com You just have to figure out the best way to utilize that tool to better serve and help humans in their everyday lives. There may be some great tools here, but that tool is for a different job. I can still use that tool, but for when I’m ready for “that” job. After reflecting on what Sir Ken Robinson noted that education today is a factory line, I see that tool usage is so important. Are we using standardized testing as a tool of destruction? I appreciate how Robinson says that teachers don’t consciously do things this way on purpose, it’s just the way things are. We must step back from the education we’re experiencing and think whether we are being purposeful or just doing things the way they are. Technology is the perfect example because many administrators are mandating the use of technology just for the sake of it. The same can be said about standards based grading. But are we using these tools just to look good or are they making a real difference? I hope to use the tools in my classroom for purposeful, engaging, and ongoing learning. I agree with the video of “Where Good Things Come From” that technology should be used as ubiquitous connectivity. We should harness this power and use it with purpose. I teach first grade so my digital tools may look different than that of other grade levels. I like to use Google Classroom as a virtual “meeting place”, much like our “carpet time”. I use it to virtually hand out assignments and to direct my students on what the next task is. I use it also to designate the choices being assigned. I use thinglink as another way to organize items for my students. I implemented Choice Centers this year where students can choose the center they wish, after choosing from a required list (Must do, May do). It’s going really well, better than any other year with centers. Five and six year olds just have a hard time doing what they are supposed to do when in an independent center (and I’m in guided reading groups). I found that allowing choice, creativity, and voice to centers created a more zen classroom vibe. (Stay tuned on how it turns out…) I use COVA as a thermometer in looking for new resources. Does this web app allow choice, ownership, voice, or authentic learning? Resources: Robinson, K. (2010, October). Changing education paradigms. Retrieved October 7, 2018, from https://www.ted.com/talks/ken_robinson_changing_education_paradigms (2010, September 17). Retrieved October 07, 2018, from https://youtu.be/NugRZGDbPFU Photos from unsplash.com |
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